Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools
This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.
Authors
- Thomas Morgenthaler (ORCID: https://orcid.org/0000-0002-2511-0092)
- Clémence Orain (ORCID: https://orcid.org/0009-0002-2742-4332)
- Christina Schulze (ORCID: https://orcid.org/0000-0002-5662-5347)
Institutions
- HES-SO University of Applied Sciences and Arts Western Switzerland (CH)
- Queen Margaret University (GB)
- University College Cork (IE)
- Karolinska Institutet (SE)
- Amsterdam University of Applied Sciences (NL)
- ZHAW Zurich University of Applied Sciences (CH)
Publication Details
- Journal
- Scandinavian Journal of Occupational Therapy
- Published
- 2025-02-03
- DOI
- https://doi.org/10.1080/11038128.2025.2459150
- Citations
- 4
- Primary Topic
- Child Therapy and Development
- Type
- article
- Field-Weighted Citation Impact
- 9.23